What is it about?
Longitudinal reciprocal relations occur between reading and executive function in high-performing students. Longitudinal reciprocal relations between executive function and reading may be driven mostly by high-quality and intensive learning and practice in reading, not by socioeconomic status.
Featured Image
Photo by Michał Parzuchowski on Unsplash
Why is it important?
It is important to trigger and strengthen the reciprocal relations between reading and executive function to yield synergistic effects in the development of both reading and executive function, especially for those with reading difficulties.
Perspectives
The effect of mutualism among skills in education may be stronger in some contexts and populations than in others.
Peng Peng
University of Texas at Austin
Read the Original
This page is a summary of: Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all., Journal of Educational Psychology, January 2023, American Psychological Association (APA),
DOI: 10.1037/edu0000787.
You can read the full text:
Contributors
The following have contributed to this page
